La paraphrase en classe de seconde : de la compréhension à l'analyse

Abstract : This didactic MA work's goal is to throw light on the notion of paraphrasing in the eyes of the teaching of French in a "Seconde Générale" class. Currently regarded as the pet hate by teachers, paraphrasing has lost its rhetorical prestige to finally become synonymous to pitfall, not to say laziness. In literature discipline, contents gloss has given way to interpretation analysis. A binary and over-simplistic viewpoint seems to bring into conflict the explicit comprehension and the implicit interpretation. However in the light of official educational texts, by means of reading/cowriting/rewriting, paraphrasing doesn't appear as blameworthy, comprehension and interpretation not as clearly separated as it used to. Without questioning a textual analytical approach, our work wants to awaken our students towards a path based on rewording. In order to meet the difficult requirements of our French Baccalauréat – in terms of set exercises –, and through a more emotional appproach to the literary text, we have attempted to make our students aware of that necessary but stigmatized tool. Paraphrasing doesn't want here to be given total endorsement to the learning student ; yet a first move towards its coming back into favour may be perceived.
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Master Thesis
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Dimitri Albanese. La paraphrase en classe de seconde : de la compréhension à l'analyse. Education. 2017. ⟨dumas-01679669⟩



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